FIELD EXPERIENCES HANDBOOK Department of Education
B Department of Education
1 Page 3 Education Department Goals/Vision Page 4 Program Staff Contact Information Page 5 Areas of Certification Page 6-7 Clearances Page 8 Post Baccalaureate/Accelerated/Teaching Certification Page 10-11 Statement of Understanding Page 12 Field Experiences Page 13 Field Experience Placement Policy/Social Media and Internet Use Page 14 Professional Dress and Decorum Page 15 Checklist for Field Experiences Page 16 Sample Letter for Entering into a Field Experience Page 17-18 PA Code of Professional Practice and Conduct for Educators Pages 19-22 MCEE - Model Code of Ethics for Educators Page 23-24 Early Field Experience Teacher Candidate Evaluation Pages 26-27 EDUC 348 Pre-Student Teaching Practicum Page 28 Requirements for Acceptance into the Student Teaching Semester Page 29 Suggestions for Student Teachers Page 30 EDUC 465 Student Teaching Page 31 Assessment and Evaluation of Student Teachers Page 32 Removal of a Student Teaching Placement Page 33 Process of the Termination of the Student Teaching/Practicum Phase Page 34-36 Guidelines and Responsibilities for Support Personnel (Cooperating Teacher and College Supervisor) Pages 37 Selection and Preparation of Cooperating Teacher Page 38 Roles and Responsibilities of the Student Teacher Page 39 Substitute Teaching Policy Page 40 Cooperating Teacher Checklist Page 41-78 Evaluation Rubric/PDE 430 and Danielson Model Information Pages 79-84 Certification Tests and Resources Pages 86-87 Appendix I Field Experience Evaluation Form Pages 89-93 Appendix II Pennsylvania Standard Application for Teaching in Public Schools Pages 94-97 Appendix III Programs for Post Baccalaureate and Accelerated Teaching Certification Pages 98-99 Appendix IV TIMS (Program Certification Instructions) Pages 100-106 Appendix V Lesson Plan Format Page 107 Appendix VI Glossary TABLE OF CONTENTS Introduction Part 1 A Guide For Field Experiences - Observation-Participation, Teacher Certification Program Part I Part IV Part III Part II Appendices Testing Pre-Student Teaching Practicum and Student Teaching
2 Be advised that any information included in this handbook is subject to change depending on changes in the Pennsylvania Department of Education regulations. If such changes occur, you will be notified via email or letter. Lycoming College Education Program INTRODUCTION
3 Our mission at Lycoming College is to provide an academic program that produces reflective teacher practitioners who think critically about the many aspects of teaching and learning, creating frameworks that allow them to effectively teach diverse learners and to create learner-centered classroom environments focused on performance based instruction and assessments (see full statement on the college website at http://www.lycoming.edu/about Lycoming.mission.aspx). In connection with Lycoming College’s mission statement the vision of the Education Department Certification Program is to develop teachers educated in the diverse and broad-based traditions of the liberal arts. The Education Department is devoted to providing opportunities for creative work in teaching, research and community service. The Department embraces an approach to education that is student centered, inspires a genuine respect for learning, culture and gender diversity and enhancement of individual and community life. Both faculty and students develop the ability to learn through collaboration, reflection and practice. Through the program, candidates are prepared to: Make effective decisions about curriculum and instructional methods based on an understanding of the whole child, child development theory and research on best practices. Interact and communicate effectively with young children to provide a standards-aligned developmentally, culturally and individually appropriate curriculum. Assess children’s growth and development using multiple data sources. Communicate effectively and work cooperatively with parents/families, school personnel and the broader community; and engage other professionals, colleagues and administrators in support of children as members of a learning community, thereby building relationships among the constituencies of the learning community. The Lycoming Education Program is committed to preparing teachers to enter the diverse and demanding world in which they will practice their profession. A critical component of this commitment is the strong connection between the college and local public and private schools in the Lycoming County area. For this reason, all students will be assigned to cooperating teachers in the Lycoming County area. This connection provides shared resources, practicum, placement, opportunities for teacher research, curriculum planning, as well as many other professional development activities. In addition, the Education Department collaborates with many local pre-schools in the surrounding area. One of the benefits of having local supervising faculty is the opportunity for frequent observations and conferences with each of you throughout the student teaching experience. The observation-conference-goal setting cycle is critical to your progress and ongoing professional development. LYCOMING COLLEGE EDUCATION DEPARTMENT GOALS/VISION
4 PROGRAM STAFF CONTACT INFORMATION Dr. Rachel Hickoff-Cresko, Chair D208 Wendle Hall, Academic Center 570-321-4223 hickoff@lycoming.edu Dr. Kimberly Kohler D209 Wendle Hall, Academic Center 570-321-4384 kohler@lycoming.edu Department of Education L 1 College Place, CB 22 Williamsport, PA 17701 www.lycoming.edu Education Department Office: 570-321-4010 Fax: 570-321-4389 Full TimFuellFTaicmuletyFaculty Clinical Supervisors Clinical Supervisors Field Placement Director Adjunt Faculty Mrs. Colleen Fox - Administrative Assistant D207 Wendle Hall, Academic Center 570-321-4010 Fax: 570-321-4010 fox@lycoming.edu Dr. Amy Rogers Chief Certification Officer Director of Teacher Education D212 Wendle Hall, Academic Center 570-321-4312 rogersa@lycoming.edu Mrs. Carol Fischer D217 Wendle Hall Academic Center 570-321-4215 C: 570-772-1000 fischer@lycoming.edu Mr. John Killian D217 Wendle Hall Academic Center 570-321-4215 C: 570-506-2520 killian@lycoming.edu Mrs. Laura Schmack D229 Wendle Hall Academic Center 570-321-4226 schmack@lycoming.edu Barbie Stopper C205 Wendle Hall/Academic Center 570-321-4226 Lorrie Staivisky C205 Wendle Hall/Academic Center
5 AREAS OF CERTIFICATION Lycoming College offers the following certification programs approved by the Pennsylvania Department of Education: Early Childhood Education Grades PK-4 Secondary Education 7-12 Biology Chemistry English Mathematics Physics Social Studies – with certification and major in psychology, sociology, anthropology, economics, history, political science, philosophy PK-12 Certification Areas Art Business and Computer Information Technology Music Modern Languages (French, German and Spanish) Special Education PK-12 Special Programs ESL Program Specialist Certification In addition to Lycoming College’s requirements for an academic degree, candidates seeking teacher licensure in Pennsylvania must also meet all requirements set forth by the Pennsylvania Department of Education (PDE). Certification requirements are set by the state of Pennsylvania and subject to change. Contact the teacher certification officer for current certification requirements. Please refer to Advising Handbook for criteria in each program. Successful completion of the program requirements and passing scores on the required certification exams allow students to be certified to teach in the specific content area. All certification programs require a 3.0 or better GPA at completion of program and graduation in order to receive certification. Reciprocal agreements among states allow students to become certified in states other than Pennsylvania by applying directly to the Department of Education in that state. In these states’ teachers can be hired with their Pennsylvania certificate and will then have to meet the individual requirements for certification in that specific state. Certification Exams - Students are responsible to obtain all necessary Pearson PAPA*/PECT, ETS Core Academics* & PRAXIS II registration information, requirements and materials from the education department office in D207. It is suggested that all test registration be completed in the education office. Test preparation material is available online at http://www.pa.nesinc.com/Home.aspx and http://www.ets.org/praxis/prepare/materials. Information on registration deadlines and testing dates are available in D207.See the education department administrative assistant for a list of required certification exams for individual certification areas. EDUC 348 - There is a $525 lab fee associated with this course. (It is your responsibility to advise your parent/guardian of the lab fee.) Please refer to the suggested sequence of courses included in the advising handbook as they relate to your specific certification program. Additionally, please meet with both your major and education advisors to keep your program updated. Students denied admission to the Professional Semester have the right to appeal the decision to the Academic Standards Committee.
6 CLEARANCES Clearances – The Pennsylvania Department of Education (PDE) and Lycoming College require all candidates to submit the following documents to the field placement coordinator upon entrance into an education program and before working with children during required field experiences. Information on how to process and obtain these clearances is available from the faculty administrative assistant (D 207) or the field placement coordinator (D229). CLEARANCES AND TRAINING Act 114 (FBI report) Register online/take registration form to center $25.50 Act 34 (PA state police criminal history ) Complete online $22 Act 151 (Child abuse report) Complete online $13 TB Offered at the beginning of the fall and spring semester at Lycoming College $12 Statement of Understanding Available from your Education Advisor Mandated Reporter Training Infractions See more about required background checks and clearances on the following page.
7 Required Background Checks/Forms for Education Students at Lycoming College June 2025 All students enrolled in an education course that required field experience at Lycoming College must complete the following background checks PRIOR to field placements. You will not receive a field placement until copies of your yearly up-dated clearances are on file in the Field Placement Coordinator’s office (D229/AC). Information packets are available in the education office. It is strongly suggested that you complete the on-line process with the education department field placement coordinator in D229/AC. 1. Pennsylvania State Criminal History Records – Act 34 or SP4-164: (1) This should be done online at: https://epatch.pa.gov/home Do not choose “Volunteer” The reason for the clearance is “Employment” (2) Print the results at the time you process this online – be sure to click on the control number and print the page with the PA seal in the background. (You’ll have to click on “Certification Form” that will be in the center of the page. Results will be erased from the system after 30 days. (3) Fee: $22.00 (credit card online) 2. Federal (FBI) Criminal History – Act 114 IdentoGO is PA’s fingerprint provider. Procedures, pricing, and locations are DIFFERENT, so please follow these instructions carefully. (1) Go to: https://uenroll.identogo.com/ (2) Type in your service code 1KG6RT (3) On the next screen, select Schedule or Manage an Appointment. Complete the registration form, select a fingerprinting location, select the photo ID you will bring to your appointment (most select Driver’s License), make an appointment or select “walk-in,” pay for the service, and print your confirmation form. Cost is $24.95. (4) Take printout of your registration and your selected photo ID to an IdentoGO fingerprinting site. You can search for an IdentoGO location here https://uenroll.identogo.com/workflows/1KG6RT/locator/ location. Currently the closest IdentoGo fingerprint site is in Williamsport (1316 Commerce Park Dr) with hours from 8:00 a.m. – noon Monday-Saturday. 3. Child Abuse Report - Act 151 or CY113- (1) Register online at https://www.compass.state.pa.us/cwis/public/home. Fee: $13.00 (2) Reason for clearance is “School Employee Governed by Public School Code” (3) Provide the Education Department with a copy of the clearance, available online or by mail. 4. Tuberculosis test (1) You must obtain a TB test from your private Dr. or Health Services at Lycoming College ($12.00). Please call Health Services for further information and an appointment 321-4052. Also, TB test clinics will be offered each semester for education students. Dates/times TBA. - No form is provided by the Ed. Dept. TB test information and results must be presented on your doctor’s letterhead or Health Services form. (2) Must be renewed yearly Please remember to update your TB test at the same time each year. You are responsible for submitting copies to the education office. Keep your originals on campus in a portfolio. Questions? Please contact Laura Schmack, Field Placement Coordinator in D229/AC or schmack@lycoming.edu
8 POST-BACCALAUREATE/ACCELERATED/ TEACHING CERTIFICATION PROGRAM DESCRIPTION Lycoming College is approved by the Pennsylvania Department of Education to provide Post-Baccalaureate, Accelerated and Teacher Intern programs. Our programs will enable a non-degree student to obtain teacher certification by tailoring each program to specific course needs. For candidates who already possess a bachelor’s degree and want to enter the field of teaching, Post-Baccalaureate programs offer the possibility of building on that degree and other experiences while acquiring the additional skills, knowledge and dispositions needed to become a successful teacher. Accelerated programs will allow those already certified to obtain additional certification by completing coursework relative to the desired certification. Please consult with your academic advisor as to which requirements for certification are necessary. CRITERIA FOR ADMITTANCE There is a defined criterion for admittance to the Post–Baccalaureate, Teacher Intern, and Accelerated Programs. Candidates are assessed through the examination of skills, academic preparation, qualifying work experience and the ability to function in the teaching profession. Course selection for completion of program requirements is based on prior coursework, degree attained, and career experience. Candidates must have a baccalaureate degree from an approved university/college and must meetbrequirements for the academic major (intended certification area) as found in the corresponding department in the current Lycoming College catalog. To qualify for admission, students must have a minimum 3.0 cumulative GPA. Applicants with a minimum 2.8 GPA will be admitted to the program provisionally until they have completed eight credit hours on campus with a 3.0 or higher GPA. FOR TEACHER INTERN CANDIDATES: PDE requires that all Teacher Intern candidates pass the required certification test (PECT, PRAXIS, ACTFL) prior to beginning a position in a district as a teacher intern. The GPA calculator does not work for intern positions. All candidates are required to attain the passing score before a certificate is issued. If a candidate becomes aware of a teaching position that they would like to apply for during the course of their post-baccalaureate program – an Intern Certificate from the PA Department of Education can qualify the candidate for this position while they earn credits towards their Instructional I certification. Lycoming College has formal relationships with many school districts. If a district contacts the Lycoming College department of education about an opening in their district, the director of teacher education will notify an available intern candidate about the position. ACT 48 We are an approved provider for the Pennsylvania Department of Education Act 48 professional development requirements. These requirements are for teachers certified for Pennsylvania. Courses for credit qualify for PA Act 48 standards; non-credit coursework does not qualify. Students must supply their unique PA Act 48 Personal ID number upon registration in order to have their credit course posted. Students should log into the PA Department of Education website (www.pde.state.pa.us) to obtain this ID number. Act 48 posting to PDE occurs when a student advises Dr. Rogers of the completed coursework, personal ID and current address.
9 A GUIDE FOR FIELD EXPERIENCES PART 1 (Observation-Participation) TEACHER CERTIFICATION PROGRAM
10 Department of Education The Lycoming College education department works closely with our teacher candidates to support their successful completion of the Teacher Certification Program. However, during your time as a student in the Teacher Certification Program, you may experience a circumstance(s) that impacts your ability to finalize the certification process or obtain employment as an educator. Such circumstances may prohibit us from providing you with a field and/or student teaching placement, from allowing you to complete the Teacher Certification Program at Lycoming College, and/or from finalizing your teaching certification. Please carefully read and check the box next to each item below to indicate your understanding of the requirements in the Teacher Certification Program. I understand that if I do not have at least a 2.8 GPA by the start of my junior year I will not be able to continue in the Education Program, as mandated by the Pennsylvania Department of Education. I understand I must earn a minimum 3.0 GPA, as mandated by the Pennsylvania Department of Education, in order to be certified. I understand I must receive satisfactory or higher ratings during the various levels of field experience. I understand I must receive satisfactory or higher ratings and favorable recommendations from faculty. I understand I must receive favorable recommendations as a result of the Professional Semester. I understand I must successfully complete the program and pass the required certification exams in order to receive a teaching certification. I understand that a record of criminal activity, as listed on one or more of the following, may impact my ability to be in the Teacher Certification Program. Pennsylvania State Criminal History Record (Act 34) Federal (FBI) Criminal History Record (Act 114) Child Abuse Report (Act 151) I understand I am responsible for notifying the Lycoming College Department of Education if the status of any of my background clearances change at any point while enrolled in the program. I understand I must consistently demonstrate behaviors that are recognized within state and national professional and ethical standards, including responsible online and social media behavior. I understand any violation of the Lycoming College campus conduct policies can impact my ability to complete the Teacher Certification Program. I understand Lycoming College and its Education Department have no control over the policies and procedures of school districts regarding accepting teacher candidates into early field, student teaching experiences, or as an employee. Statement of Understanding
11 I understand that I will be eligible for Pennsylvania teaching certification upon successful completion of the program and upon passing the appropriate certification exams, as long as I am a citizen of the United States of America or legally authorized to work in the US. If I choose to pursue certification in another state, it is my responsibility to determine what credentials are needed. I understand that upon graduation I must apply for teaching certification within a reasonable amount of time. If I decide to apply after five (5) years have passed, I must contact the Chief Certification Officer at Lycoming with up-to-date clearances and a professional reference regarding moral character in order for Lycoming to approve my application. I understand that Lycoming College’s general liability insurance extends to experimental learning environments, but I understand that it does not provide legal and/or financial assistance for acts of personal negligence. I understand off-campus field experiences have the potential to present risks beyond campus-based classroom experiences. I am responsible for understanding guidelines and expectations from the College and field experience location. If a concern arises, I must notify my field placement teacher and my campus professor. Possible risks include but are not limited to travel to and from field experiences in your car, public transportation, and on foot; school-safety risks; personal harassment in the form of sexual, ethnic, racial, age, religious, or disability, which are illegal. Please check the appropriate box that pertains to your status: By checking this box, I certify that I have no current or pending record of criminal activity. By checking this box, I am alerting the Education Department that I have a current or pending record of criminal activity. I will arrange a meeting with them to determine the best way to move forward. Please complete the information below to update our records When do you plan to graduate? Semester: Year: What is your major? What is your Certification Program? When do you plan to student teach? Semester: Year: By signing below, you indicate that you have carefully read and fully understand each of the statements. Student’s Name: Student’s Signature: Date:
12 LYCOMING COLLEGE FIELD EXPERIENCES All teacher candidates participate in field experiences prior to student teaching. The Pennsylvania Department of Education’s (PDE) Chapter 49 established competencies for field work and a specific structure for completion of these requirements. All teacher candidates must complete a four-stage structure and demonstrate evidence of meeting the competencies identified with each stage. Professors will be evaluating each student’s field performance and verifying that students completed each stage. The student teaching (professional semester) component of approved programs in the Commonwealth is expected to involve institution faculty with knowledge and expertise in the certification area being pursued by a teacher candidate. Candidates learn to identify and conduct themselves as members of the profession. Candidates know and use ethical guidelines and other professional standards related best practices. In some cases, the Cooperating Teacher evaluates the Lycoming College Teacher candidate during field experiences by using a “Host (Cooperating) Teacher Evaluation on Teacher Candidate Field Experience” form. The evaluation form will be provided when an evaluation is requested. PDE’s Chapter 49 field experiences stages Stage 1: Observation Stage 2: Exploration Stage 3: Pre-Student Teaching Stage 4: Student Teaching Students are observers in a variety of education and education-related settings including community-based childcare, early intervention and school districts. Observations should occur in a range of school and early learning settings so that students have a broad experience and learn as much as possible about the learner and educational philosophy. This is an experience in which the candidate works under the teachers’ supervision during individual tutorials or small group of students. Activities can include reading, subject matter experiences, small group conversions, outdoor play and monitoring classroom routines and procedures. Teacher candidates work with a district teacher and classroom students to further develop knowledge of content areas and standards related to them; knowledge of integrated curriculum; ability to plan, implement, assess and reflect on lessons and educational activities; ability to communicate effectively with students, peers and supervisors. Students are expected to work with materials they have prepared and created for classroom instruction. Teacher candidates successfully use knowledge, skills and dispositions gained in Stages one through three. There is a minimum of 12 weeks, required by PDE, but Lycoming College’s professional semester is a 14-week placement. Stage Activities that help the candidate acquire the knowledge /skills in this area
13 FIELD EXPERIENCE PLACEMENT POLICIES SOCIAL MEDIA AND INTERNET USE Transportation It is the responsibility of the teacher candidate to provide their own transportation. The Education Department does not arrange transportation for field placement assignments. Some options open to teacher candidates include, but are not limited to the following: Carpool - need a motor vehicle report (MVR) through our human resources department for this option. Public Transportation River Valley Transit - https://www.ridervt.com/schedules-routes/# Your own vehicle. Tips for carpooling: Be respectful of driver and other passengers – let them know in advance if you are going to be absent or late. Help with gas money. Be ready when the carpool arrives. TRANSPORTING STUDENTS (K-12) A teacher candidate may not transport school students in a vehicle. First Impressions & Social Media Policy For better or worse, people make first impressions based on what they find online. Because your relationships with schools begin when we ask districts to host you, The Education Department encourages all admitted teaching candidates to review and secure their internet presences. Many mentor teachers and administrators will google you during the placement process and use that information to assess the effect you will have on their students as a potential role model. After we make your placement, students and their parents will also google you. Since school districts have the right to terminate student teaching placements at any time for any reason, it is imperative that you do not give them a reason to do so – this could jeopardize your ability to complete student teaching, finish your program, or become certified. With this in mind, please take some time to remove (or make invisible and unsearchable) anything online that potential sites could perceive as risqué, offensive, in poor taste, overtly political, related to drugs and/or alcohol, etc. Think about comments you make on others’ posts as well – negative statements about colleagues and employers or rude/overly critical comments can reflect poorly on your professional reputation as well. If you are on the fence about something, be safe and delete or hide it. Please do not post any references regarding your field experience placement, cooperating teacher and students, and be sure your email, personal addresses and voicemail greetings reflect a professional tone and image.
14 PROFESSIONAL DRESS AND DECORUM Wear clean, pressed clothing in good repair without tears, patches, frayed edges, or inappropriate words/ pictures Clothing, jewelry, hairstyles that disrupt the educational process or endangers students, including, but not limited to those items which include messages, languages, or logos that advocate sex, drugs, violence, bigotry, hate, profanity, alcohol use, tobacco use, drug use, or gang activity are not permissible Clothes should fit properly so that excessive skin and/or undergarments are not exposed Shoes should be professional, but not inhibit movement during instructional activity No athletic apparel, hats, sweatpants/sweatshirts, shorts, jeans, sneakers. No visible body piercing (aside from earlobes). Conceal tattoos, as much as possible Students are receptive to your good grooming habits and appropriate dress. You are modeling appropriate dress and grooming for the students in your classroom. Your first impression is important to both the students and your colleagues and will set the stage for a successful experience. DRESS CODE BY SCHOOL DISTRICT WHERE YOU ARE OBSERVING TAKES PRECEDENCE. If your dress is determined to be unacceptable by your cooperating teacher or supervisor, you will be asked to leave and change your clothes. Any missed days must be made up. In order to support school spirit, exceptions may be made for certain school days (e.g., spirit day, holidays). TEACHER DRESS INTERVIEW DRESS
15 CHECKLIST FOR FIELD EXPERIENCES Once assigned to a cooperating classroom, pre-student teachers complete 30 hours (15 hours for each art/ music/special education placement) of observation/participation in that classroom during the semester immediately prior to the actual student teaching experience. These 30 hours can be set up in any configuration that is convenient for both the cooperating teacher and the student teacher. Longer (2-4 hours) segments are more useful than short (1 hour or less) segments. Cooperating teachers may also arrange for pre-student teachers to visit other classrooms in the building (special education, learning support, related subject areas) during these visits. Be sure to observe/participate at all times of school day. (Opening routines, first period, lunch and end of the school day). CLEARANCES: Copies of clearances MUST be submitted to the field placement coordinator before going into the field. Students are required to house their clearances in a digital folder on their computer. Send an email to the assigned participating teacher *see following page Send a follow-up email to the participating teacher if it has been three business days without a response; be careful not to offend the busy teacher, just check to see that the initial email successfully sent. If there is no contact within three business days, call the school and talk with the administrative assistant about the best way to go about connecting with the assigned participating teacher (only if it has been three business days without a response); the administrative assistant will be able to direct you; express your thanks for her help. Create an observation schedule with the participating teacher that works for both schedules; remember that the teacher cannot change his/her schedule; students may have to adapt their schedules. Ask cooperating teacher for contact information – school/home phone numbers, email addresses, etc. and give the cooperating teacher the same information for contacting student teacher. BE PUNCTUAL! If the student participant finds her/himself unable to keep an appointment for an observation, the school and cooperating teacher must be notified as soon as possible. DRESS PROFESSIONALLY. There is one opportunity to make a first impression. Make it count! Refer to Professional Dress and Decorum information in this handbook. Show enthusiasm and interest. Ask questions. Listen and take notes. Be active in the classroom
16 SAMPLE LETTER ENTERING INTO A FIELD EXPERIENCE Date: Dear Mr./Ms. (participating teacher’s name) My name is (your name here) and I am in the teacher education program at Lycoming College. As a part of my (Class you are taking here) course taught by (Professor name here) I am required to fulfill (number of hours) in the field. Thank you for inviting me into your classroom to meet this requirement and to ultimately apply theory to practice as I study to become a teacher. At your convenience, I would like to set up a time to meet and introduce myself. Please let me know dates/times that work for you. I very much look forward to meeting you. Sincerely, (Your Name) Additionally, make sure to include information about yourself, such as your year in college, intended major (if decided), if you will be teaching a lesson, exact times/schedule for visiting, etc.
17 PENNSYLVANIA’S CODE OF PROFESSIONAL PRACTICE AND CONDUCT FOR EDUCATORS Section 1. Mission The Professional Standards and Practices Commission is committed to providing leadership for improving the quality of education in this Commonwealth by establishing high standards for preparation, certification, practice and ethical conduct in the teaching profession. Section 2. Introduction (a) Professional conduct defines interactions between the individual educator and students, the employing agencies and other professionals. Generally, the responsibility for professional conduct rests with the individual professional educator. However, in this Commonwealth, a Code of Professional Practice and Conduct (Code) for certificated educators is required by statute and violation of specified sections of the Code may constitute a basis for public or private reprimand. Violations of the Code may also be used as supporting evidence, though may not constitute an independent basis, for the suspension or revocation of a certificate. The Professional Standards and Practices Commission (PSPC) was charged by the act of December 12, 1973 (P. L. 397, No. 141) (24 P. S. § § 12-1251—12-1268), known as the Teacher Certification Law, with adopting a Code by July 1, 1991. See 24 P. S. § 121255(a)(10). (b) This chapter makes explicit the values of the education profession. When individuals become educators in this Commonwealth, they make a moral commitment to uphold these values. Section 3. Purpose (a) Professional educators in this Commonwealth believe that the quality of their services directly influences the Nation and its citizens. Professional educators recognize their obligation to provide services and to conduct themselves in a manner which places the highest esteem on human rights and dignity. Professional educators seek to ensure that every student receives the highest quality of service and that every professional maintains a high level of competence from entry through ongoing professional development. Professional educators are responsible for the development of sound educational policy and obligated to implement that policy and its programs to the public. (b) Professional educators recognize their primary responsibility to the student and the development of the student’s potential. Central to that development is the professional educator’s valuing the worth and dignity of every person, student and colleague alike; the pursuit of truth; devotion to excellence; acquisition of knowledge; and democratic principles. To those ends, the educator engages in continuing professional development and keeps current with research and technology. Educators encourage and support the use of resources that best serve the interests and needs of students. Within the context of professional excellence, the educator and student together explore the challenge and the dignity of the human experience. Section 4. Practices (a) Professional practices are behaviors and attitudes that are based on a set of values that the professional education community believes and accepts. These values are evidenced by the professional educator’s conduct toward students and colleagues and the educator’s employer and community. When teacher candidates become professional educators in this Commonwealth, they are expected to abide by this section. (b) Professional educators are expected to abide by the following: (1) Professional educators shall abide by the Public School Code of 1949 (24 P. S. § § 1-101—27-2702), other school laws of the Commonwealth, sections 1201(a)(1), (2) and (4) and (b) (1), (2) and (4) of the Public Employe Relations Act (43 P. S. § § 1101.1201(a)(1), (2) and (4) and (b)(1), (2) and (4)) and this chapter. (2) Professional educators shall be prepared and legally certified, in their areas of assignment. Educators may not be assigned or willingly accept assignments they are not certified to fulfill. Educators may be assigned to or accept assignments outside their certification area on a temporary, short-term, emergency basis. Examples: a teacher certified in English filling in a class period for a physical education teacher who has that day become ill; a substitute teacher certified in elementary education employed as a librarian for several days until the district can locate and employ a permanent substitute teacher certified in library science. (3) Professional educators shall maintain high levels of competence throughout their careers. (4) Professional educators shall exhibit consistent and equitable treatment of students, fellow educators and parents. They shall respect the civil rights of all and not discriminate on the basis of race, national or ethnic origin, culture, religion, sex or sexual orientation, marital status, age, political beliefs, socioeconomic status, disabling condition or vocational interest. This list of bases or discrimination is not all-inclusive. (5) Professional educators shall accept the value of diversity in educational practice. Diversity requires educators to have a range of methodologies and to request the necessary tools for effective teaching and learning. (6) Professional educators shall impart to their students principles of good citizenship and societal responsibility. (7) Professional educators
18 shall exhibit acceptable and professional language and communication skills. Their verbal and written communications with parents, students and staff shall reflect sensitivity to the fundamental human rights of dignity, privacy and respect. (8) Professional educators shall be openminded, knowledgeable and use appropriate judgment and communication skills when responding to an issue within the educational environment. (9) Professional educators shall keep in confidence information obtained in confidence in the course of professional service unless required to be disclosed by law or by clear and compelling professional necessity as determined by the professional educator. (10) Professional educators shall exert reasonable effort to protect the student from conditions which interfere with learning or are harmful to the student’s health and safety. Section 5. Conduct Individual professional conduct reflects upon the practices, values, integrity and reputation of the profession. Violation of § § 235.6—235.11 may constitute an independent basis for private or public reprimand and may be used as supporting evidence in cases of certification suspension and revocation. Section 6. Legal obligations. (a) The professional educator may not engage in conduct prohibited by the act of December 12, 1973 (P. L. 397, No. 141) (24 P. S. § § 121251—12-1268), known as the Teacher Certification Law. (b) The professional educator may not engage in conduct prohibited by: (1) The Public School Code of 1949 (24 P. S. § § 1-101— 27-2702) and other laws relating to the schools or the education of children. (2) The applicable laws of the Commonwealth establishing ethics of public officials and public employes, including the act of October 4, 1978 (P. L. 883, No. 170) (65 P. S. § § 401—413), known as the Public Official and Employee Ethics Law. (c) Violation of subsection (b) shall have been found to exist by an agency of proper jurisdiction to be considered an independent basis for discipline. Section 7. Certification. The professional educator may not: (1) Accept employment, when not properly certificated, in a position for which certification is required. (2) Assist entry into or continuance in the education profession of an unqualified person. (3) Employ, or recommend for employment, a person who is not certificated appropriately for the position. Section 8. Civil rights. The professional educator may not: (1) Discriminate on the basis of race, National or ethnic origin, culture, religion, sex or sexual orientation, marital status, age, political beliefs, socioeconomic status; disabling condition or vocational interest against a student or fellow professional. This list of bases of discrimination is not allinclusive. This discrimination shall be found to exist by an agency of proper jurisdiction to be considered an independent basis for discipline. (2) Interfere with a student’s or colleague’s exercise of political and civil rights and responsibilities. Section .9. Improper personal or financial gain. The professional educator may not: (1) Accept gratuities, gifts or favors that might impair or appear to impair professional judgment. (2) Exploit a professional relationship for personal gain or advantage. Section 10. Relationships with students. The professional educator may not: (1) Knowingly and intentionally distort or misrepresent evaluations of students. (2) Knowingly and intentionally misrepresent subject matter or curriculum. (3) Sexually harass or engage in sexual relationships with students. (4) Knowingly and intentionally withhold evidence from the proper authorities about violations of the legal obligations as defined within this section. Section 11. Professional relationships. The professional educator may not: (1) Knowingly and intentionally deny or impede a colleague in the exercise or enjoyment of a professional right or privilege in being an educator. (2) Knowingly and intentionally distort evaluations of colleagues. (3) Sexually harass a fellow employe. (4) Use coercive means or promise special treatment to influence professional decisions of colleagues. (5) Threaten, coerce or discriminate against a colleague who in good faith reports or discloses to a governing agency actual or suspected violations of law, agency regulations or standards. The Code of Professional Practice and Conduct for Educators can be found at 22 Pa. Code §§235.1-235.11. All questions should be directed to the Professional Standards and Practices Commission at (717) 787-6576.
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23 EARLY FIELD EXPERIENCE TEACHER CANDIDATE EVALUATION Teacher candidate Please complete the following on the Lycoming College teacher candidate. We are aware you may not have had many opportunities to sufficiently observe all aspects of the survey, but please complete as thoughtfully and thoroughly as possible. We encourage comments to identify particular strengths and/or needs. Please note your responses to the survey will remain confidential and will not be directly shared with the teacher candidate you are evaluating. Results will be combined and shared as an aggregated total to protect your anonymity. It is important for our teacher candidates to receive honest and constructive feedback regarding their growth as educators. We greatly appreciate your time and input. Which best describes your current role? Classroom Teacher College Supervisor College Faculty Other What is the name of the student you are evaluating? (Enter your answer) Domain B: Classroom Environment Attention to equitable learning opportunities Appropriate interaction with students, staff, and faculty Appropriate attention given to routines, procedures, and safety Effective classroom management and attention to conduct Distinguished Proficient Basic Not Applicable Domain C: Instructional Delivery (not applicable for all students) Knowledge of content, pedagogical theory evident in lesson delivery Observes and reflects on presentation and response techniques Demonstrates effective student engagement techniques Use of informal assessment for decision-making Distinguished Proficient Basic Not Applicable Did the teacher candidate exhibit a professional attitude? Yes No Comments for above question (optional)
24 Did the teacher candidate demonstrate professionalism in written and oral expression/communication? Yes No Comments for above question (optional) Did the teacher candidate demonstrate professional enthusiasm, including strong initiation and participation in the classroom? Yes No Comments for above question (optional) Did the teacher candidate demonstrate skills related to time management and organization? Yes No Comments for above question (optional) Did the teacher candidate accept, reflect, and act on constructive feedback? Yes No Comments for above question (optional) Did the teacher candidate meet the district’s expectation of appearance and conduct? Yes No Comments for above question (optional) Did the teacher candidate demonstrate effective practices designed to meet the needs of a diverse student population (e.g., students with special needs, English Learners, cultural and linguistically diverse learners)? Yes No Comments for above question (optional)
25 PRE-STUDENT TEACHING PRACTICUM AND STUDENT TEACHING PART II
26 EDUC 348 PRE-STUDENT TEACHING PRACTICUM Semester Prior to Student Teaching Requirements: Required attendance Updated clearances Informal observation(s) by Student Teaching Supervisor and/or Faculty Completion of: Pre-Professional Portfolio Field Experience Hours Log Journal Journal (a) Pre-Professional Portfolio (Binder 1) The purpose of the student portfolio is to provide a resource that you can review when it comes time to apply for Graduate School and/or jobs. It will help you write letters of application accurately describing your background and abilities. Please use the following format for your Pre-Professional Portfolio in the order listed. All pages must be placed individually in sleeves (back to back is acceptable). Front Cover Title Page: Name, Date, Lycoming College Department of Education Section Label Contents 1 Table of Contents Color Coded to the Tabs List of Contents 2 Transcript Unofficial Transcript 3 Philosophy of Education Personal philosophy of education (2 pages maximum) 4 Resume Resume 5 Sample Lesson Plan Sample lesson plan including standards and assessment forms 6 Sample Unit Plan Sample unit/theme plan including standards and assessment forms 7 Clearances Letter provided from Education Department 8 Special Education Progress monitoring; analysis of data 8 SPSEA Copy of SPSEA Membership Card 9 Standard PA Job Application Standard PA Job Application - see Appendix #III www.state.pa.us (blank copy) 10 Mandated Reporter Certificate Copy of completed certificate for Mandated Reporter Training 11 Other Materials Pictures, bulletin board plans, professional memberships, community involvement, extracurricular activities, employment in child related fields, fraternities, sororities, etc.
27 (b) Field Experience Hours Log (Binder 2 or Folder) Pre-Student Teachers are required to complete a minimum of 30 hours observation/participation. Please have your cooperating teacher(s) sign a Field Experience Hours Log each time you observe. A substitute teacher may sign the form. Single placement: Minimum 30 hours with their cooperating teacher Dual placement: Minimum 15 hours with each of their two cooperating teachers (c) Observation/Participation Journal (Binder 2 or Folder) Your supervisor will meet with your cooperating teacher stressing the importance of participation as well as observing during your 30 hours. Please get involved right away. Be active, participate and make yourself helpful in the classroom. After a few visits, ask your cooperating teacher what you could plan in order to participate in future lessons. (Read a story, develop and implement a bell ringer, play an educational game, perform an experiment, develop an art project that relates to a lesson, etc.) Along with your “Field Experience Hours Log”, we will be asking you to keep a “Journal” of your hours. You will be expected to make an entry for every visit. We suggest that you observe at least one to two times a week for a few hours each visit. We would prefer that you distribute your observation hours throughout the semester in order to see a variety of lessons and growth of the students. (Please don’t try to cram all your hours in just a few days.) You may complete more than the required 30 hours if you would like with the permission of your cooperating teacher. Journal Components (Two to three paragraphs for each entry) Label: Each entry should be dated and labeled-time of day, class/subject, length of observation-participation. Description: Follow with a detailed, descriptive account of what you observed-participated based on the four domains of the Danielson Framework. A journal guide will be given to assist in your response. (Use the same guide to critique yourself when you are teaching.) Reflection/Analysis: What did you discover from your observation? What would you do differently? *Please type your journal entries and hand them in with your observation log. COSTS ASSOCIATED WITH EDUCATION AND STUDENT TEACHING EXPENSES for EDUCATION STUDENTS COST EDUC 348 (the semester prior to student Teaching) Lab Fee $525 S-PSEA 1-year membership (mandatory) $30 Content tests for Pennsylvania certification $130 per test $130 - $390 Clearances $60 Certification fee $200 Students incur additional expense by driving daily to their school districts (gas prices). Our spring semester students incur food costs since the dining hall is closed and they must stay on campus and work through the break. Students often must purchase new professional clothing for their student teacher experience.
28 STAGE 4: REQUIREMENTS FOR ACCEPTANCE INTO THE STUDENT TEACHING SEMESTER As part of the application process, the Teacher Candidate Evaluation Form is to be completed by at least one faculty member in the area of the teacher candidate’s major for the purposes of recommendation for student teaching. A second recommendation is required and can be from a faculty member, coach, or staff person on campus. We welcome and encourage any additional comments regarding your perception(s) on the student’s ability to be an effective educator in this content area. Obtaining these recommendations is the responsibility of the student. The field placement coordinator will contact teacher candidates with information related to the application for student teaching and recommendation forms. Lycoming College Department of Education faculty will make the final decision on acceptance to the Grades PK-4, Secondary 7-12, and PK-12 (music, art, modern language, special education) certification programs using the criteria cited above, prior feedback from experiences, and interaction with faculty or staff. The field placement coordinator, in conjunction with education department faculty and clinical supervisors, will make student teaching placement assignments. Students will complete all assigned requirements for EDUC 348 – Pre-Student Teaching Practicum. Students will earn a letter grade for this 0-credit class. All student teachers must join SPSEA (Student Pennsylvania State Education Association) to obtain liability protection during student teaching. Membership is required when you are officially accepted into the education program in your junior year. This membership provides you with a professional organization designation for your resume and with insurance and other useful materials. You may join online at www.psea.org. Education students may select either the fall or spring semester of their senior year for their student teaching experience, provided they have completed all necessary major and education coursework. Lycoming College education students are placed in area public and private schools with certified cooperating teachers for their pre-professional and professional semester of student teaching. 30 Hours Observation/Participation in assigned classroom, the semester prior to the Professional Student Teaching Semester (EDUC 348 – Pre-Student Teaching Practicum (0 cr) $525 lab fee applies.) Lycoming College endeavors to work cooperatively with local school districts. The Education Department will make a good faith effort to place all students. However, final decision for acceptance of student teacher for placement is at the discretion of the school district. Achieve a minimum cumulative 3.0 GPA. Under certain circumstances, students will be admitted with a GPA that falls between 2.8-2.99. Students with a GPA less than 2.8 will not be formally admitted into the program.
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